Timothy

Incoming graduate student at the University of Cambridge (MPhil Biological Sciences) and alumnus of St. John's College, University of Oxford (MA Biological Sciences). Experienced marketing professional specialising in the software and AI industries for the past 5+ years.

Academic specialties include evolutionary theory, evolutionary genetics, computational biology, mathematical modelling of biological systems, developmental biology and neuroscience. In addition to helping me build an interdisciplinary research programme, this expertise permits me to comfortably teach a wide range of subjects across the curricula, from core biology to mathematics, physics, and economics.

Excited to return to teaching and build up a community of students that I can accompany through important stages in their education. With my upcoming student lifestyle, the flexibility and familiarity offered by tutoring perfectly fits my time and attention constraints.

Friendly and outgoing individual who conveys enthusiasm for science, learning, and self-improvement in every lesson. Skilled and experienced communicator, relationship builder, and curriculum planner.

Tutoring Experience

5+ years of private tuition for premium clients in several major cities around the world e.g. Moscow, Shanghai and Dubai, so have strong understanding of client demands as well as intricate familiarity of most common curricula, entrance exams, and university preparation requirements within mathematics and the natural sciences. I proudly boast a near-perfect record in: i) client retention, ii) client success, iii) parent satisfaction, which I attribute to my academic ability, communication skills, and teacher-client relationship.

Biology
Pre GCSE: 3 years (approx. 15 clients)
GCSE: 5 years (approx. 25 clients)
A Level: 5 years (approx 40 clients)
Undergraduate: 5+ years (approx. 30 clients)

Mathematics
11+: 3 years (approx. 20 clients)
13+: 3 years (approx. 25 clients)
GCSE: 5 years (approx. 50 clients)
A Level: 5 years (approx 40 clients)

Physics
GCSE: 5 years (approx. 20 clients)
A Level: 5 years (approx. 30 clients)

Economics
A Level: 5 years (approx. 30 clients)

Other
Oxbridge interview preparation: 5 years (approx. 25 clients)
General university application preparation: 5 years (approx. 40 clients)

Tutoring Approach

Broadly speaking, I take a 'tiered' approach to teaching my students, reflecting their aptitude, enthusiasm, goals, and sticking points. The ultimate outcome is always identical: the achievement of the target grade or decision in question, however the means of getting there is altered to suit the student. In the first tier, what I call the 'practical minimum', most often applied to mathematics in the secondary education range but relevant elsewhere. Here, I will teach the student the necessary steps to correctly answer the question in front of them, in a way that can be absorbed and repeated for eventual success. Additional context surrounding the concept is spared and pragmatism is paramount. Next, the 'breakthrough' tier for students who are academically curious but have genuine conceptual hurdles that limit their success in a given area. I have most often encountered this at A Level, where otherwise good students struggle in one or more subjects where the jump from GCSE is most notable, such as further mathematics or various modules within physics. Similarly, many students often understand concepts well but need guidance in translating them into grade-winning answers during an exam - A Level Economics essays provides a good example of this. Finally, the 'extensions and enrichment' tier, for those, usually further along their academic career and into undergraduate level, who are not only interested in the subject matter, but have clear academic ambitions that benefit from deeper, more challenging questions. Usually, these students will be shooting for top grades and can handle more finessed explanations of harder concepts and problems. They will also be able to more quickly master the 'practical minimum', if that is required.

The above is a broad framework to capture how I might approach a new student. But please be aware that this is not dogma or doctrine, as each case is unique and should be treated as such. This framework is neither sufficient nor exhaustive as a teaching approach.